Before meeting in the first class, I asked you to think about and be prepared to discuss your own philosophy of teaching & technology. We read an article on the topic in preparation (see the bottom of this page).
General notes:
-using multiple strategies
-behaviorism, constructivism
-technology is a tool, only as good as the teacher/person who uses it
-liberal, humanist, progressive
-technological determinism
-postmodernism (fragmentation, non-hierarchical, decentering, bricolage)
-if you don’t know the technology, it can make teaching worse.
-students expect technology
-expands access to education
-parents technology use/adoption plays a role
-can’t imagine not teaching with technology
-students are diverse, have different understandings and familiarity with technology
-human contact is important - student-student, student-teacher, student-content
-technological determinism - try to overcome that. technology not neutral
-service learning, more connections to helping people, real world
-make the most of technology
-depends on the context - technical training,
-your philosophy/theories are tools, too
-think about what you want out of your students first, then choose technology/tools
-should lead to change, improvement
Seth King’s Philosophy of Education and Beliefs of Technology:
Though this may sound somewhat facetious, let me start with the facts of who I am. I am a Greek-English Anglo-Saxon of Scottish heritage, Mediterranean race, American pride, and Middle East Origin; yet firmly claiming Pioneer ancestry. Perhaps the term “mongrel” is appropriate here. The point is that I find it difficult to sort myself into a specific line of philosophical thought as if to proclaim, “I am Greek” when perhaps I am full of traits from many different walks of life. Such is true in my own eclectic philosophical view of education. I am very Liberal in the basic philosophical underpinnings, believing that there is truth out there and that all are free to find absolutes within their own quest through life. However, I am also Humanistic in my belief that all should become more individually like Deity in personal growth and self-actualization. Though these fundamental philosophical backgrounds hold my beliefs about truth and purpose I find myself more pragmatically associated with the pedagogic philosophies of behaviorism, progressivism, and constructivism wherein people are taught in ways that lead to the discovery and construction of truth which changes individual behaviors and promotes greater social societies. After many classes begging my attention to claim some “one” philosophy I find myself nonetheless eclectic- grasping some aspects of nearly every philosophy, and in this notion I am perhaps a little radical.
However, my beliefs about technology are quite founded though the terms: uses determinism, technology determinism,and social determinismmay all have aspects appealing to my view. I see technology as a neutral tool whose effectiveness is determined by the master teacher. The tool is only as strong as the person who wields hit. You can have powerful technology and poor teaching and the result will always be poor. You can have old technology with masterful teaching and have meaningful, effective learning experiences. I have seen teachers take a white board in ways that made that simplistic technology very effective. I realize that so much has changed in our society that we depend on technologies for communication, assignment reporting, and information storing and retrieval. However, in teaching a facilitator of some kind still must instigate the technology and the degree to which they understand how to utilize and apply the technology is what will determine its’ effectiveness, not the technology itself. IN more technical, specific ways the quality of the designer of the educational technology may also be considered a teacher or master who wields its power. Therefore, I believe powerpoint does not make a good presentation, smart boards do not equal smart board work, and email does not better communication. It is the teacher or facilitator who does these things. Quoting the scripture, “Shall the axe boast itself over the master woodsman?”
Sonnet: My overall philosophies of teaching, technology and a combination of the two are an amalgamation of multiple philosophies to include liberal, humanist and both uses determinism and technological determinism. Each philosophy is dynamic and has the ability to give, take and grow as the situation warrants.
Debra Spielmaker
Philosophically the humanist philosophy resonates with me as the ideal in terms of outcome for students reaching “self actualization.” In practice however, I use progressive teaching strategies blended with group interaction to help students reach self-actualization. I find some use in all philosophies and the approaches to teaching depending on the teaching environment and the audience. For example, I think the humanist philosophy works well with adults (the group I work with primarily), and the progressive model for novice learners (middle and high school students) with the understanding that there are expected outcomes. The behaviorist teaching strategies may work better with younger children who are learning new content in conjunction with social skills. The behaviorist philosophy needs to understood in education with current accountability measures in place (No Child Left Behind). In terms of technology, I subscribe to “uses determinisms” technology is a tool (a flexible, just-in-time, wonderful, and powerful tool).
Troy: Given that I mostly teach media, or use media to teach other concepts, I see teaching and technology as being intertwined. Since I was young I have been an avid media junkie. As a student I often wished for a more engaging methods of learning. Ideas like multi-media presentations were in my head well before the technologies were available for practical use. Since my parents were early adopters of personal computer technologies in my home, I became pretty techno-savvy. As the diffusion of technological innovations has spread I have tried regularly to incorporate more and more of these technologies into my daily practice. The challenge I see with educational technologies in a strictly on-line, discontinuous time course, is how does an instructor maintain some degree of control where the students go? How does one find the balance between the liberal, humanist, and analytical frames of thought when working in this environment? Of this I am unsure…
Anne Mackiewicz
My philosophy on teaching and technology is a combination of the progressive and humanist views which follows a “uses determinism” (Kanuka, 2008) approach to technology. I see the use of technology as a tool to accomplish further learning. It supports the student’s personal individual growth as their interests lead them in new directions. It also provides them an avenue to communicate with fellow classmates and share information. The more I learn I am sure this is fluid!
Tommy Aardema
Personal Philosophy of Teaching and Technology.
The major debate that technology does not control the teacher or that technology does, my personal belief is that technology is a tool that can be implemented by a classroom teacher in as much or little as the teacher chooses to use the medium. However, that belief changes when looking at institutions as a whole, many times teachers are forced to use technology based on the dynamics of their particular teaching institution. Especially in institutions that by their nature lend themselves to distance learning.
Uses Determinism: I am mostly in this camp and believe that the teacher is in control and determines the extent of technological education.
Social Determinism: As much as this disturbs my personal views about education, the fact is that in order to stay competitive in the world in which we live technological education is a must for our students. Even in simple social settings, think of the ramifications if a student doesn’t know how to text message or correspond with friends through electronic mediums such as facebook or twitter.
Technological Determinism: We are directed by technology. I don’t believe that we react simply because of the technology. I believe more that we feel we need to respond to technology rather than be forced to follow.
My personal categorization of my teaching philosophy would be a metaphysical progressive.
Sarah Tulane
The general nature of my philosophy of teaching is that I teach students, not subjects. No matter what the content is or medium used for delivery, I should still keep in mind the learning needs and abilities of the students I teach. I should have clear and achievable objectives, and a way to assess if I have met my objectives.
For me, technology is a tool meant to facilitate the learning process. How well a teacher understands or knows how a specific technology works can only benefit the learning process. Specifically, some learning objectives may be better facilitated through different media. Perhaps a blog is not the most useful way to teach or reach an objective, but a podcast would be. Perhaps something more interactive or a live discussion would be the best way to facilitate learning. Maybe teaching with technology is more about being aware of and using appropriate media for the goal.
If I were to identify with any philosophies in the chapter by Kanuka, I would probably use a Progressive philosophy. I teach in a social science field and feel that there is a lot to be gained from experimental, problem-solving, and situational approaches, since human behavior is observed and experienced daily. I agree that the teacher/student relationship is a partnership, and that students should eventually act on their learning. I definitely have a “uses determinism” perspective of technology, and see technology as a great tool for education.
Scott Smith
Statement of my philosophy of teaching and technology.
I have taught as an instructor of mathematics for universities for about 15 years. When I
taught I never used any technology beyond a graphing calculator. Little did I know that
there are many educational uses of technology. Upon entering the Instructional Technology
and Learning Sciences program as a Masters Student my eyes were opened wide to a large
spectrum of different tools and applications which can be used effectively for educational
purposes.
There is a large body of research that has been conducted by educational researchers on
effective ways of using technology in education. Researchers such as Richard Mayer and
John Sweller have developed principles of multimedia learning which specify effective ways
of using technology for educational purposes. An example is the modality principle, which
says that instruction with diagrams accompanied by narration is more effective than
instruction with diagrams accompanied with text. I would like to make e-learning
instruction which fully exploits all the benefits that come from the principle of
multimedia learning.
My intention is to make extensive use of technology to help my students to better
understand mathematical concepts. I intend to do this by using my html skills for
making websites that my students can visit to help them better understand the material
that I am teaching to them. I intend to make interactive tutorials that can be embedded
into a website to help student better understand mathematical topics and procedures. I
even intend to make videos to post onto YouTube for my students to watch for things like
how to solve difficult math problems.
Mark:
As I read the description of Kanuka’s teaching and technology philosophies, I could see value in all of them while not attaching myself in particular to any one of them. My eclectic philosophy would include elements of each. Part of the reason for this is that teaching and learning are complex processes. In addition, one course can have multiple types of aims, objectives, or purposes for which different philosophies may be pertinent.
Generally speaking, here is where I see myself with regard to each teaching philosophy and their applicable technology philosophies. In terms of the breadth of an education, I ascribe to the liberal, progressive, and humanist philosophies personal development. Related to this is my belief in an individual course not being an end in itself but only part of a bigger picture for the student (and teacher). I believe in giving the students some choices as to what and how they learn. Technology can get in the way with this a bit but I am certainly for using technology where it can help, probably within Kanuka’s “uses determinism.”
I believe in the behaviorist and analytical philosophies for the teaching of specific mathematical and problem-solving skills. This would also be from primarily a uses determinism philosophy. My radical sensitivities were demonstrated by my distrust of the publishing companies that sell the course redesign software and sponsor the educational technology associations and conferences.
Douglas Geilman
Personal Statement of Teaching Philosophy and Technology
As a teacher, I believe in the potential of each student. I believe that the purpose of education is to bring about individual development. Perhaps some would classify me as a humanist, solely on the basis of what I have said thus far. I believe, though, that individual development should lead one to change – does that make me a radical? – so long as the change moves that individual on a path of improvement. Alert – improvement – so am I now a progressive? But wait, I am also a religious educator. That would make me a liberal/perennial.
What to do? I thought I only signed up to be a teacher.
Add technology into the mix, and it becomes even more convoluted. I believe that the human should be the master and the technology should be the tool – thereby making me a uses determinist. But I also know that technology has a profound social impact, to the point that technology can create a society where there wasn’t one before – particularly in learning communities. Greetings 2008 Cohort! We could not exist if it weren’t for the technology. Am I then a social determinist in practice? But I would be foolish to not acknowledge that technology is changing the very world in which we live. Would I be lugging three separate laptops up to Logan with me if this were not so? Technological determinism is not without its merits.
And in a final knot of contradiction, I am a religious educator whose responsibility it is to help establish an online religious education program for students who are too isolated to gather together in face to face classes each day. Liberal/perennials are supposed to eschew technology. But I don’t. I even see beauty in the screen of my new MacBook.
I think in the end, I am most interested in results. If a student is learning and growing, I am willing to look at any possibilities to bring about her or his education. Maybe I’m not a pragmatist in the strict definition that the term is used in academia, but in my mind, this is the best term for me. I ask, “What works?” And then I go for it.
The article we read about philosophy of teaching & technology:
Here is a Google document that we can edit in real-time with your notes:
https://docs.google.com/document/edit?id=1zeufU0fgbPI5oRTzYNgkhT-N6yeHgBqMzST21FEqYFA&hl=en
I copied the notes from that document to this wiki page below:
We read this article in preparation:
__http://www.zotero.org/groups/detools/items/133975681__
General notes:
-using multiple strategies
-behaviorism, constructivism
-technology is a tool, only as good as the teacher/person who uses it
-liberal, humanist, progressive
-technological determinism
-postmodernism (fragmentation, non-hierarchical, decentering, bricolage)
-if you don’t know the technology, it can make teaching worse.
-students expect technology
-expands access to education
-parents technology use/adoption plays a role
-can’t imagine not teaching with technology
-students are diverse, have different understandings and familiarity with technology
-human contact is important - student-student, student-teacher, student-content
-technological determinism - try to overcome that. technology not neutral
-service learning, more connections to helping people, real world
-make the most of technology
-depends on the context - technical training,
-your philosophy/theories are tools, too
-think about what you want out of your students first, then choose technology/tools
-should lead to change, improvement
Seth King’s Philosophy of Education and Beliefs of Technology:
Though this may sound somewhat facetious, let me start with the facts of who I am. I am a Greek-English Anglo-Saxon of Scottish heritage, Mediterranean race, American pride, and Middle East Origin; yet firmly claiming Pioneer ancestry. Perhaps the term “mongrel” is appropriate here. The point is that I find it difficult to sort myself into a specific line of philosophical thought as if to proclaim, “I am Greek” when perhaps I am full of traits from many different walks of life. Such is true in my own eclectic philosophical view of education. I am very Liberal in the basic philosophical underpinnings, believing that there is truth out there and that all are free to find absolutes within their own quest through life. However, I am also Humanistic in my belief that all should become more individually like Deity in personal growth and self-actualization. Though these fundamental philosophical backgrounds hold my beliefs about truth and purpose I find myself more pragmatically associated with the pedagogic philosophies of behaviorism, progressivism, and constructivism wherein people are taught in ways that lead to the discovery and construction of truth which changes individual behaviors and promotes greater social societies. After many classes begging my attention to claim some “one” philosophy I find myself nonetheless eclectic- grasping some aspects of nearly every philosophy, and in this notion I am perhaps a little radical.
However, my beliefs about technology are quite founded though the terms: uses determinism, technology determinism, and social determinism may all have aspects appealing to my view. I see technology as a neutral tool whose effectiveness is determined by the master teacher. The tool is only as strong as the person who wields hit. You can have powerful technology and poor teaching and the result will always be poor. You can have old technology with masterful teaching and have meaningful, effective learning experiences. I have seen teachers take a white board in ways that made that simplistic technology very effective. I realize that so much has changed in our society that we depend on technologies for communication, assignment reporting, and information storing and retrieval. However, in teaching a facilitator of some kind still must instigate the technology and the degree to which they understand how to utilize and apply the technology is what will determine its’ effectiveness, not the technology itself. IN more technical, specific ways the quality of the designer of the educational technology may also be considered a teacher or master who wields its power. Therefore, I believe powerpoint does not make a good presentation, smart boards do not equal smart board work, and email does not better communication. It is the teacher or facilitator who does these things. Quoting the scripture, “Shall the axe boast itself over the master woodsman?”
Sonnet: My overall philosophies of teaching, technology and a combination of the two are an amalgamation of multiple philosophies to include liberal, humanist and both uses determinism and technological determinism. Each philosophy is dynamic and has the ability to give, take and grow as the situation warrants.
Debra Spielmaker
Philosophically the humanist philosophy resonates with me as the ideal in terms of outcome for students reaching “self actualization.” In practice however, I use progressive teaching strategies blended with group interaction to help students reach self-actualization. I find some use in all philosophies and the approaches to teaching depending on the teaching environment and the audience. For example, I think the humanist philosophy works well with adults (the group I work with primarily), and the progressive model for novice learners (middle and high school students) with the understanding that there are expected outcomes. The behaviorist teaching strategies may work better with younger children who are learning new content in conjunction with social skills. The behaviorist philosophy needs to understood in education with current accountability measures in place (No Child Left Behind). In terms of technology, I subscribe to “uses determinisms” technology is a tool (a flexible, just-in-time, wonderful, and powerful tool).
Troy: Given that I mostly teach media, or use media to teach other concepts, I see teaching and technology as being intertwined. Since I was young I have been an avid media junkie. As a student I often wished for a more engaging methods of learning. Ideas like multi-media presentations were in my head well before the technologies were available for practical use. Since my parents were early adopters of personal computer technologies in my home, I became pretty techno-savvy. As the diffusion of technological innovations has spread I have tried regularly to incorporate more and more of these technologies into my daily practice. The challenge I see with educational technologies in a strictly on-line, discontinuous time course, is how does an instructor maintain some degree of control where the students go? How does one find the balance between the liberal, humanist, and analytical frames of thought when working in this environment? Of this I am unsure…
Anne Mackiewicz
My philosophy on teaching and technology is a combination of the progressive and humanist views which follows a “uses determinism” (Kanuka, 2008) approach to technology. I see the use of technology as a tool to accomplish further learning. It supports the student’s personal individual growth as their interests lead them in new directions. It also provides them an avenue to communicate with fellow classmates and share information. The more I learn I am sure this is fluid!
Tommy Aardema
Personal Philosophy of Teaching and Technology.
The major debate that technology does not control the teacher or that technology does, my personal belief is that technology is a tool that can be implemented by a classroom teacher in as much or little as the teacher chooses to use the medium. However, that belief changes when looking at institutions as a whole, many times teachers are forced to use technology based on the dynamics of their particular teaching institution. Especially in institutions that by their nature lend themselves to distance learning.
Uses Determinism: I am mostly in this camp and believe that the teacher is in control and determines the extent of technological education.
Social Determinism: As much as this disturbs my personal views about education, the fact is that in order to stay competitive in the world in which we live technological education is a must for our students. Even in simple social settings, think of the ramifications if a student doesn’t know how to text message or correspond with friends through electronic mediums such as facebook or twitter.
Technological Determinism: We are directed by technology. I don’t believe that we react simply because of the technology. I believe more that we feel we need to respond to technology rather than be forced to follow.
My personal categorization of my teaching philosophy would be a metaphysical progressive.
Sarah Tulane
The general nature of my philosophy of teaching is that I teach students, not subjects. No matter what the content is or medium used for delivery, I should still keep in mind the learning needs and abilities of the students I teach. I should have clear and achievable objectives, and a way to assess if I have met my objectives.
For me, technology is a tool meant to facilitate the learning process. How well a teacher understands or knows how a specific technology works can only benefit the learning process. Specifically, some learning objectives may be better facilitated through different media. Perhaps a blog is not the most useful way to teach or reach an objective, but a podcast would be. Perhaps something more interactive or a live discussion would be the best way to facilitate learning. Maybe teaching with technology is more about being aware of and using appropriate media for the goal.
If I were to identify with any philosophies in the chapter by Kanuka, I would probably use a Progressive philosophy. I teach in a social science field and feel that there is a lot to be gained from experimental, problem-solving, and situational approaches, since human behavior is observed and experienced daily. I agree that the teacher/student relationship is a partnership, and that students should eventually act on their learning. I definitely have a “uses determinism” perspective of technology, and see technology as a great tool for education.
Scott Smith
Statement of my philosophy of teaching and technology.
I have taught as an instructor of mathematics for universities for about 15 years. When I
taught I never used any technology beyond a graphing calculator. Little did I know that
there are many educational uses of technology. Upon entering the Instructional Technology
and Learning Sciences program as a Masters Student my eyes were opened wide to a large
spectrum of different tools and applications which can be used effectively for educational
purposes.
There is a large body of research that has been conducted by educational researchers on
effective ways of using technology in education. Researchers such as Richard Mayer and
John Sweller have developed principles of multimedia learning which specify effective ways
of using technology for educational purposes. An example is the modality principle, which
says that instruction with diagrams accompanied by narration is more effective than
instruction with diagrams accompanied with text. I would like to make e-learning
instruction which fully exploits all the benefits that come from the principle of
multimedia learning.
My intention is to make extensive use of technology to help my students to better
understand mathematical concepts. I intend to do this by using my html skills for
making websites that my students can visit to help them better understand the material
that I am teaching to them. I intend to make interactive tutorials that can be embedded
into a website to help student better understand mathematical topics and procedures. I
even intend to make videos to post onto YouTube for my students to watch for things like
how to solve difficult math problems.
Mark:
As I read the description of Kanuka’s teaching and technology philosophies, I could see value in all of them while not attaching myself in particular to any one of them. My eclectic philosophy would include elements of each. Part of the reason for this is that teaching and learning are complex processes. In addition, one course can have multiple types of aims, objectives, or purposes for which different philosophies may be pertinent.
Generally speaking, here is where I see myself with regard to each teaching philosophy and their applicable technology philosophies. In terms of the breadth of an education, I ascribe to the liberal, progressive, and humanist philosophies personal development. Related to this is my belief in an individual course not being an end in itself but only part of a bigger picture for the student (and teacher). I believe in giving the students some choices as to what and how they learn. Technology can get in the way with this a bit but I am certainly for using technology where it can help, probably within Kanuka’s “uses determinism.”
I believe in the behaviorist and analytical philosophies for the teaching of specific mathematical and problem-solving skills. This would also be from primarily a uses determinism philosophy. My radical sensitivities were demonstrated by my distrust of the publishing companies that sell the course redesign software and sponsor the educational technology associations and conferences.
Douglas Geilman
Personal Statement of Teaching Philosophy and Technology
As a teacher, I believe in the potential of each student. I believe that the purpose of education is to bring about individual development. Perhaps some would classify me as a humanist, solely on the basis of what I have said thus far. I believe, though, that individual development should lead one to change – does that make me a radical? – so long as the change moves that individual on a path of improvement. Alert – improvement – so am I now a progressive? But wait, I am also a religious educator. That would make me a liberal/perennial.
What to do? I thought I only signed up to be a teacher.
Add technology into the mix, and it becomes even more convoluted. I believe that the human should be the master and the technology should be the tool – thereby making me a uses determinist. But I also know that technology has a profound social impact, to the point that technology can create a society where there wasn’t one before – particularly in learning communities. Greetings 2008 Cohort! We could not exist if it weren’t for the technology. Am I then a social determinist in practice? But I would be foolish to not acknowledge that technology is changing the very world in which we live. Would I be lugging three separate laptops up to Logan with me if this were not so? Technological determinism is not without its merits.
And in a final knot of contradiction, I am a religious educator whose responsibility it is to help establish an online religious education program for students who are too isolated to gather together in face to face classes each day. Liberal/perennials are supposed to eschew technology. But I don’t. I even see beauty in the screen of my new MacBook.
I think in the end, I am most interested in results. If a student is learning and growing, I am willing to look at any possibilities to bring about her or his education. Maybe I’m not a pragmatist in the strict definition that the term is used in academia, but in my mind, this is the best term for me. I ask, “What works?” And then I go for it.
The article we read about philosophy of teaching & technology: